[PDF] Unit 4 Reproduction Suggested Time: 18 Hours

43564_7k12_curriculum_guides_science_grade9_unit_4_grd_9_science.pdf

Unit 4

Reproduction

Suggested Time: 18 Hours

GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE144

REPRODUCTION

Unit Overview

Introduction

Reproduction is an essential biological mechanism for the continuity and diversity of species. Students should be provided with opportunities to explore the fundamental processes of reproduction. As well, heredity and the transmission of traits from one living generation to the next will be examined. The ability of scientists and technologists to manipulate, alter and substitute genetic material in a variety of cells has increased greatly in recent years. Students will have the opportunity to investigate and debate the current developments and uses of gene manipulation and therapy. An STSE "Science - Technology - Society - Environment" approach to this unit should provide the framework around which an investigation into the every-expanding world of genetics and gene manipulation. At this level, only an introductory and elementary introduction to the science of genetics is expected.

Focus and Context

The focus of this unit is inquiry. The unit is subdivided into three sections: cellular processes, asexual and sexual reproduction, and study the role of the nucleus in determining mitosis or meiosis. Students will have an introduction into these two processes of cell division. In the second section, students will explore the processes of asexual and sexual reproduction in representative organisms and compare the two processes. Finally, the current topics of cloning, gene therapy and genetic manipulation will be investigated in the context of genetic changes and the debates and discussions that accompany these topics and issues.

Science Curriculum

Links By the end of grade three, students will have explored the life cycles of several common animals and plants. At the end of grade six, students should be able to describe the role played by body systems in helping humans and other animals to grow and reproduce. In grade eight, students were introduced to the cell as a living system that exhibits all the characteristics of life. Students also investigate d the structural and functional relationships between and among cells, tissues, organs and systems in the human body. In the high school, students will have the opportunity to study a unit in biology called "Genetic Continuity". Meiosis and mitosis will be explored in detail at this level. As well, students will have the opportunity to develop an understanding of Mendelian genetics, including the concepts of dominance, co-dominance, recessiveness, and independent assortment. Much of the foundation for that unit of study is found in this unit.

GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE145

REPRODUCTION

STSESkillsKnowledge

Students will be expected toStudents will be expected toStudents will be expected to

Curriculum Outcomes

Nature of Science and Technology

109-14 Explain the importance of

using precise language in science and technology world views

Relationships Between Science

and Technology knowledge that have resulted in the development of technologies

Social and Environmental

Contexts of Science and

Technology

112-12 Provide examples of Canadian

contributions to science and technology

113-10 Provide examples of problems

that arise at home, in an industrial setting, or in the environment that technological knowledge

Performing and Recording

209-3 use instruments effectively and

accurately for collecting data

209-4 organize data using a format that

is appropriate to the task or experiment

209-5 Select and integrate information

from various print and electronic sources or from several parts of the same source

209-6 Use tools and apparatus safely

Analyzing and Interpreting

210-2 Compile and display data, by hand

or computer, in a variety of formats, bar graphs, line graphs, and scatter plots

210-4 Predict the value of a variable

by interpolating or extrapolating from graphical data

210-6 interpret patterns and trends in

data, and infer and explain relationships among the variables

210-8 Apply given criteria for evaluating

evidence and sources of information

210-9 Calculate theoretical values of a

variable

Communication and Teamwork

211-1 receive, understand, and act on the

ideas of others

211-2 Communicate questions, ideas,

intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means

211-3 work cooperatively with team

members to develop and carry out a plan, and troubleshoot problems as they arise

304-11 Illustrate and describe the basic

process of cell division, including what happens to the cell membrane and the contents of the nucleus.

304-12 explain signs of pregnancy and

describe the major stages of human development from conception to early infancy

305-1 Recognize that the nucleus of a

cell contains genetic information and determines cellular processes.

305-2 Distinguish between sexual and

asexual reproduction in representative organisms.

305-3 Compare sexual and asexual

reproduction in terms of their advantages and disadvantages

305-4 compare the structure and

function of the human reproductive systems

305-5 Discuss factors that may lead to

changes in a cell"s genetic information

146GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Function of the Nucleus

of a cell contains genetic information and determines cellular processes (305-1) In Grade 8, students compared and contrasted typical animal and plant cells. They investigated and learned about the main components of cells: nucleus, cell membrane/wall, cytoplasm, and chloroplasts. They also learned that growth and reproduction depend on cell division. Teachers could have students create a KWL chart (appendix B) to help them review what they learned in grade 8 and to focus them on the role of the nucleus in cell division. Students could begin this unit by creating a Mind Map with “reproduction" at the center. Each of the three chapters would have a main branch from which the students would summarize the contents of each chapter. The branches could be named “Role of Nucleus", “Asexual Reproduction", and “Sexual Reproduction". Students would return to this map throughout the course of this unit, adding and updating information, examples, and sketches to summarize what they have learned during the various lessons. Alternatively, students could create mind maps for each chapter. (nucleotides) and details of how it replicates, are not part of the outcomes for this course. Teachers may address it as an extension or enrichment activity if time permits or if there is student interest. - explain the role of the nucleus and its contents in determining traits and controlling cell division Students should come to understand the basic functions of chromosomes and genes and how genetic information is passed on to any offspring.

147GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Function of the Nucleus

Performance

Do a survey of the people in your family or class in order to collect data on the following: - smooth hair line versus widow's peak - can roll tongue versus cannot roll tongue - attached ear lobes versus detached ear lobes.

Paper and Pencil

Create an advertisment showcasing the role of the nucleus and its contents in detemining traits and controlling cell division. (305- 1)

Journal

What role does the nucleus play in determing traits? (305-1)

ST pp. 112

BLM Activity 5 (Ch. 4 cards)

ST pp. 113-114

148GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Genes and Chromosomes

The terms gene and chromosome should be carefully distinguished as they are often incorrectly used interchangeably in everyday language. The primary distinction is that a chromosome is not a gene, rather it contains genes. To elaborate this point, teachers could use an analogy such as a train. The train would represent the chromosome while each individual car is representative of a gene. Students could simulate a chromosome by forming a linked line. Along the line, 3 students bunch together to perform a task (e.g. colour the iris of an eye on a provided template). Then, another 4 together perform a different task (e.g. draw in a widow"s peak), etc. down the line. The whole line represents a chromosome, while the smaller groups within represent a gene (each coding for a different trait). Alternatively each student could represent different genes. using the terms gene and chromosome properly (109- 14) - describe genes as being composed of DNA - describe chromosomes as being composed of numerous genes Teachers should limit the discussion of this topic to the fact that a gene is a segment of DNA located on the chromosome that instructs produced determine traits that will be manifest in the individual person. Students could add this information to their Mind Map.

Teacher Information

of nucleotide bases along a chromosome. Each sequence of bases (gene) instructs the nucleus to produce a particular type of protein. Proteins may be structural or functional. Structural proteins will affect physical traits of an organism such as eye colour or skin pigmentation. Functional proteins determine body process traits like growth rate or aspects of sexual development. Nucleotide bases of the DNA (A,G,C and T) can be likened to letters. These letters are arranged to form words (genes). Words come together to form sentences (chromosomes). Sentences are arranged in pages of book. The book could be likened to the genome of a cell. The genome is a set of instructions that tells the nucleus what proteins to make (what traits to manifest). Please note nucleotide bases is NOT part of the outcomes of this course. the knowledge of cellular functions has resulted in the development of technologies (111-1) The Wild, Weird, Wonderful feature “Glowing Genes" provides an of medicine.

149GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Genes and Chromosomes

Paper/Pencil

Use a sketch or drawing to illustrate the difference between a gene and a chromosome (109-14, 305-1). organism to the gene. Organism - organ systems - organs - tissues - cells - nucleus - chromosome - gene (109-14). they cannot be used interchangeably. (109-14, 305-1)

Performance

Compose and perform a song to the tune of "Rattlin' Bog" showing the levels of organization from the organism to the gene (109-14). Using Lego or other building blocks construct a model of a chromosome using different colour blocks to represent genes (109-14, 305-1).

Presentation

chromosomes and explain why this term is used and not "genes" (109-14, 305-1).

Journal

Use an analogy to explain the difference between a gene and a chromosome. (109-14, 305-1)

ST p. 115

ST pp. 118-119

ST p. 116

ST p. 118

ST p. 118

ST p. 120

150GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Mutations

Students may be aware of some of the work being done by researchers around the world on genetic manipulation. Teachers could use this topic to address the general “nature of science" topic as this topic lends itself easily to the introduction and study of differing opinions in science and technology and how societal norms and Teachers could engage students in a discussion to ascertain how much they know about mutations and mutagens. Teachers could ask students whether mutations are a good or bad thing? Teachers should limit the discussion of gene mutiation as “a change in the order of chemicals that make up a portion of a gene". Note that the different types of gene mutations (deletion, addition, and substitution), and their effects (positive, negative, and neutral mutations) are not an outcome. to changes in a cell"s genetic information (305-5). - give examples of mutations caused by: (i) nature (ii) human activity Students could investigate the “environment versus genetics" debat e with regards to genetic changes within populations. Natural (solar radiation and radioactive gases) and human-made factors (chemicals and nuclear radiation) should be investigated in order to understand the ways in which genetic information can be altered within an individual and between generations. Teachers could encourage students to identify current questions being debated, in the popular media, with regards to this topic. Sudents could present their own questions. Students could summarize the information to this point in their mind maps.

151GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Mutations

Performance

Create a poem, song, or rap, that describes the factors that lead to changes in a cell's genetic information. Include as many of the following terms as possible: gene, chromosome, mutation, mutagen, nucleus, genetic material. (305-5) Create and perform a skit that demonstrates how both natural events and human activities can result in mutations. (305-5)

Journal

Write a question about what you have learned about mutations. (305-5) Use the "What? So What? Now What?" format to write about mutations and mutagens. (305-5)

Paper and Pencil

Write a letter to a friend explaining what mutations are and harmful (305-5)

Presentation

Select a mutation from the bulletin board display "Nature versus Human Activity Causes of Mutations". Create a poster or brochure showing the result of the mutation and whether it was an environmental cause or caused by human activity (305-5).

ST p. 122

ST p. 127

BLM 2-3

ST p. 127

152GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

In Grade 8, students were involved in activities that led them to understand and explain that growth and reproduction occur through cell division. This will lead to the development of an understanding of cellular and asexual reproduction via mitosis and sexual reproduction via meiosis. Teachers could have students engage in a “marathon writing" activity in which they describe what they know about how cells are involved in growth and reproduction (see

Appendix B).

basic processes of cell division, including what happens to the cell membrane and the contents of the nucleus (304-11)

The Cell Cycle and Mitosis

- list the stages of the cell cycle Students should understand that mitosis is the process of cell division that results in growth and/or cell replacement of all cells of the body, with the exception of egg cells and sperm cells (or gametes) which are produced by meiosis. Teachers could note that some organisms use mitosis to regenerate lost body parts (e.g. a salamander can re- grow its tail if lost). NOT part of the outcomes for this course. While teachers may want to refer to the diagram to expected to know this. At this grade level, the study of mitosis is intended to be a general examination of the process. To illustrate the rate of cell division, students could complete the Find

Out Activity 5-1A.

153GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

The Cell Cycle and Mitosis

Performance

Create a dramatic presentation (skit or interpretative dance) that describes the process of cell division. (304-11) Create pictures using computer software (e.g. Paint) to produce a slideshow that shows the movement of the chromosomes during the four phases of mitosis. (304-11)

Paper/Pencil

multiple pages for each phase to show the movement of the chromosomes. (304-11) Using a worksheet of blank cells for the stages of mitosis and video clips or still pictures from print resources or the Internet, draw the position of the chromosomes at each stage (304-11). Create a "moving" cartoon sketch to illustrate the process of mitosis. (304-11)

ST pp. 139, 142, 144

154GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

The Cell Cycle and Mitosis (continued)

basic processes of cell division, including what happens to the cell membrane and the contents of the nucleus (304-11) (continued) the four phases of mitosis followed by cytokinesis.

Include:

i) Prophase ii) Metaphase iii) Anaphase iv) Telophase Emphasis should not be placed on the rote memorization of this process, but rather on understanding that this form of cell reproduction results in the production of two genetically identical daughter cells. Discussion of centrioles, centromeres, and the distinction between early and late prophase is not necessary. Teachers should note that some sources consider interphase to be one of the phases of mitosis. At this level, students should know the phase names for mitosis and a brief description of each phase. For example: - prophase: the double-stranded chromosomes shorten and thicken and the nuclear membrane begins to fade - metaphase: chromosomes line up across the middle of the cell - anaphase: chromosomes are pulled to opposite poles of the cell - telophase: the set of chromosomes at each pole now form 2 nuclei and the cell is ready to divide into two. Teachers may wish to address the topics of cell growth and cancer as enrichment if time permits. Students could work in collaborative groups to develop a mnemonic device to remember the phases of mitosis. Teachers could have students engage in a Jig-saw activity (see Appendix B) to review and reinforce the phases of mitosis. Students could model or act out the process of mitosis by pairing up and simulating the process. Students could use different colored pennies or labels that indicate the chromosome or chromosome pairs in the process. Alternately, students could model the process of mitosis using different coloured pipe-cleaners to indicate the chromosomes and wool to indicate the cell membranes. It is important to caution students to use no more than four chromosomes in this activity. Students could update their mind maps with the information in this section. - list the checkpoints in the cell cycle

155GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Cell Cycle and Mitosis (continued)

Performance

To show the shortening and thickening of the genetic material into a chromosome prior to prophase, use an unwound ball of wool and wind it into a skein to represent a chromosome. (304-11) Students could perform a role play showing the movement of chromosomes during the phases of mitosis. (304-11) Create 3D models to show the four phases of mitosis. (304-11)

ST pp. 142-143

BLM 2-8, 2-9, 2-10, 2-11

ST pp. 145

156GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Cell Cycle and Mitosis (continued)

information from various print and electronic sources to examine chromosomes (209- 5). - observe, identify, and describe a cell nucleus undergoing division - observe, identify, and describe chromosomes in each stage of mitosis. Teachers should point out that chromosomes are not normally visible under a light microscope unless the cell being observed is in the process of dividing. Students should observe prepared slides of cells undergoing division, such as onion roots tips, in order to view the chromosomes in the nucleus. Appropriate videos and computer software can supplement microscope investigations of cellular activities. mitosis on a television or with a computer data projector. Teachers could have students perform activity 5-1C to address these and other outcomes. theoretical population growth rate of cells and interpolate and extrapolate the cell population from the graph (210-2, 210-4, 210-9) Students should appreciate the theoretical exponential growth rate of cells due to mitosis. Teaches could ask students if they would prefer to have a million dollars or the total value of pennies on a checker its value for every subsequent square. Students could do this exercise with a calculator. Students should know that cells die and are replaced at about the same rate in most cases of cell division. Teachers could inform students that not all cells have the same rate of cell reproduction (e. g. skin cells are renewed every 15-30 days, in some diseased states such as psoriasis epidermal cells are renewed every 7-10 days). Teachers could have students perform the Find Out Activity 5-1A as an example of the theoretical population growth rate of cells.

157GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Cell Cycle and Mitosis (continued)

Paper/Pencil

From an onion root tip slide, sketch the contents of a cell undergoing division. Label the phases of mitosis. (209-5, 304-11) research the rate of cell division in skin cells, brain cells, cells in stomach lining, and bone cells. (304-11)

Presentation

Create a poster showing a cell nucleus undergoing division. (304- 11)

ST pp. 142-144

BLM 2-12

BLM Activity 5 (Ch. 5 cards)

BLM 2-5, 2-6

158GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

and asexual reproduction in representative organisms (305-2) - explain methods of asexual reproduction using an example. Include: (ii) budding (iii) fragmentation (iv) vegetative reproduction (v) spore formation

Asexual Reproduction

Teachers should use a variety of examples and non-examples when addressing this topic to ensure students understand and recognize the distinctions. Students should investigate the various processes of asexual reproduction. Students could observe slides, live samples, or videos in which the following types of asexual reproduction take place: spore production - molds budding - yeast, spider plant, or hydra vegetative reproduction including: tubers - potato bulbs - tulips and daffodils runners - strawberries, blackberries, and raspberries cuttings - many common houseplants. Students should be are able to illustrate various types of asexual and sexual reproduction. Students should recognize that asexual reproduction results in much less variation within a species.

Students could update their mind maps.

and accurately to investigate the growth of yeast cells under positive and negative environmental conditions (209-3, 209-6) infer and explain relationships among the variables (210-6) an investigation into yeast population growth (211-2) Core Laboratory Activity: Determining the Best Conditions for

Yeast Reproduction.

The laboratory outcomes 209-3, 209-6, 210-6, 211-2 and, in part 305-

2 are addressed by completing CORE LAB 5-2B “Determining the

Best Conditions for Yeast Reproduction".

159GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Asexual Reproduction

Paper/Pencil

Research and explain how new plants are produced from seedless fruit (e.g. grapes). (305-2)

Performance

Take cuttings of various household plants and vegetatively reproduce them. Do some reproduce better than others through this method? (305-2) Use sculpting clay or putty to model each method of asexual reproduction and spore formation. (305-2)

Presentation

Create a display that illustrates the variety that can occur in a species that reproduces sexually. (305-3)

ST pp. 152-160

Core Lab #7: Determing the

Best Conditions for Yeast

Reproduction"

ST pp. 162-164

ST pp. 488-491 (Science Skills)

TR 2.22-2.24

BLM 2-18

TR AC 7, 19

TR PS 3, 5, 7, 8, 10

TR AR 3, 4, 11

ST p. 152

160GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

basic processes of cell division, including what happens to the cell membrane and the content of the nucleus (304-11)

Meiosis

Students should understand that meiosis results in the production of sex cells (eggs and sperm) of most plants and animals. Students should investigate the general stages of meiosis. Emphasis should not be placed on the rote memorization of this process, but rather on understanding that this form of cell reproduction results in the production of four daughter cells, each contains half the number of chromosomes (half the genetic material) of the parent cell. When introducing the process of meiosis, teachers could replace the word “haploid" with the phrase “half the genetic content" and “diploid" with the phrase “genetic content equal to the parent" . Students should know the phase names for meiosis I and meiosis II and a brief description of what occurs at each phase. Discussion of required. For example,

Meiosis I

- Prophase I: homologues chromosomes pair up - Metaphase I: homologus chromosomes pair up at the equator - Anaphase I: homologuous chromosomes separate and are pulled to opposite poles - Telophase I: homologuous pairs have moved to opposite ends of the cell and cell begins to divide Interkenisis: the cell grows and makes various proteins

Meiosis II

- Prophase II: nucleus contains only 1 chromosome from the homologous pair in each cell - Metaphase II: chromosomes line up at the equator - Anaphase II: half of the chromosomes are pulled to opposite poles - Telophase II: a nuclear membrane forms around each set of chromosomes and the cell begins to divide to produce four haploid gametes Students could model the processes of meiosis using colored pipe cleaners to represent the chromosomes. It is important to caution students to use no more than four chromosomes in this activity. Students could add a “meiosis" branch to their mind map. zygote, embryo - describe the role of meiosis in sexual reproduction eight phases of meiosis - describe interkinesis

161GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Meiosis

Portfolio

Develop a concept map to link terms that have been introduced in this unit (gene, chromosome, mitosis, meiosis, asexual reproduction, and sexual reproduction) (109-14, 304-11).

Paper and Pencil

Create a cartoon strip showing the stages of Meiosis I and Meiosis

II. (304-11)

multiple pages for each stage to show the movement of the chromosomes. (304-11) Draw a sketch to show the difference between diploid and haploid. (109-14, 304-11)

Performance

Perform a skit to show Meiosis I and Meiosis II. (304-11)

ST p. 170

BLM Activity 5 (Ch. 6 cards)

ST pp. 172

BLM 2-24

ST pp. 173-177

BLM Activity 7

BLM 2-20, 2-21, 2-26

162GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

basic processes of cell division, including what happens to the cell membrane and the content of the nucleus (304-11) (continued) - compare and contrast mitosis and meiosis.

Include:

(i) types of cells (ii) number of daughter cells produced (iii) amount of genetic material in each daughter cell

Meiosis (continued)

To highlight the differences between mitosis and meiosis, it is useful for students to organize the material in a table or chart similar to the one below:

MitosisMeiosis

Type of CellsIn body cellsIn sex organs to produce sex cells

Number of Daughter

Cells Produced

Two daughter cellsFour daughter cells

Genetic Material in

each Cell

Same number of chromo-

somes as in parent cell

One half the number of chro-

mosomes as parent cell Teachers could use video clips of the process of meiosis or prepared

TV screen or with a computer projector.

Students could play a game to review the difference between mitosis “mitosis" on one and “meiosis" on the other. Attach these to a wall or white board. Divide the class into two teams and give each team a member to “swat" the correct word receives a point. that is appropriate to the task or experiment (209-4) by hand or computer, in a variety of formats, including bar graphs, line graphs, and scatter plots (210-2) on the ideas of others (211-1) members to develop and carry out a plan, and troubleshoot problems as they arise (211-3) Core Laboratory Activity: Comparing Mitosis and Meiosis. The laboratory outcomes 209-4, 210-2, 211-1, 211-3 and, in part

304-11are addressed by completing CORE LAB 6-1B “Comparing

Mitosis and Meiosis".

163GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Meiosis (continued)

Paper and Pencil

Use diagrams to compare mitosis with the process of meiosis II. (304-11) Draw pictures to show the difference between meiosis and mitosis. (304-11)

ST p. 173-175, 142-143

BLM 2-22, 2-23, 2-25

Core Lab #8: Comparing Mitosis

and Meiosis

ST pp. 176-177

TR 2.30-2.31

TR AR 3

164GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Sexual reproduction involves two parents in the majority of cases. Students often have the misconception that sexual reproduction and sexual intercourse are one and the same. It is important that teachers emphasize the difference between these two concepts. Students should understand that sexual intercourse is not required for sexual reproduction to occur. As it is used in the textbook, “mating" is a very general term that refers to “the process by which gametes arrive in the same place at the same time". However, this may be misleading to some students as the general use of the term “mating" implies copulation. Teachers should clarify that although sexual reproduction occurs in many different plants and animals, intercourse occurs only in animals having internal fertilization. Teachers should also clarify that sexual reproduction involves the fusion of an egg cell (diploid) and a sperm cell (diploid) to produce a fertilized egg (haploid). Depending on the species, a fertilized egg will develop differently. For example, in an apple a fertilized egg will become a seed where understand that sexual reproduction results in greater variation within the species. When discussing moss: limit the discussion to (1) the need for water, (2) asexual is also possible by spores, (3) sexual reproduction has plants, limit discussion to (1) pollen is formed in the male part of the fertilized egg will become the seed, (3) pollination is transfer o f identify where pollination and fertilization occur.

Sexual Reproduction

and asexual reproduction in representative organisms (305-2) - explain how various organisms reproduce sexually. Include: (i) moss (iii) insect a) incomplete metamorphosis b) complete metamorphosis - compare and contrast complete and incomplete metamorphosis Typical insect life cycles could include the grasshopper as an example complete metamorphosis. Teachers could provide students with the opportunity to visually display the process of metamorphosis through the use of posters, web-page, collage, and/or comparison tables. - compare and contrast external and internal fertilization Limit discussion to depth of coverage provided in student text book. Students coudl update their mind maps with a new branch that will include this information.

165GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Sexual Reproduction

Presentation

Prepare bulletin board displays or posters of organisms that reproduce asexually and their method of asexual reproduction .(305-2) Prepare bulletin board displays or posters of organisms that reproduce sexually and their method of sexual reproduction. (305-2)

Journal

Why would the offspring of organisms that reproduce asexually closely resemble the parent organism? (305-2) What feature of the stigma makes it well-suited for receiving pollen grains? (211-2, 305-2) inadvertently do when gathering nectar? (305-2)

Presentation

Research and compile pictures of insects that undergo incomplete and complete metamorphosis to create before and after posters, web-page displays, or collages. (305-2) Write a skit for a reality TV show of an insect that wants a makeover and goes through the process of complete or incomplete metamorphosis. (305-2)

ST pp. 184, 185, 188, 189, 192,

193

ST pp. 192-193

ST pp. 183-187

166GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Students should be able to compare and contrast asexual and sexual reproduction. Students could use a table similar to the one that follows for this purpose.

Asexual ReproductionSexual Reproduction

Number of parent cells12

Gametes (eggs or

sperm)

None (cell divides)2 (cells unite to form a

zygote)

Variation in offspringLesserGreater

Amount of energy

required

LesserGreater

Parental careLesserGreater

Meiosis or Mitosis?MitosisMeiosis

Students should evaluate each of the criteria to determine if it is an advantage or disadvantage in a given environment. Organisms that reproduce asexually must generally rely on a than the parent. Organisms that reproduce sexually generally must have two parents in order to reproduce. Exceptions can be found in some organisms that have both male and female parts. For example, also some plants that reproduce sexually through the production of seeds, but can also reproduce asexually using a cutting. A greater variety of traits are possible in species that reproduce sexually. A class discussion that focuses on local organisms could highlight the variation that exists within and across species. Teachers could have students add to their mind map.

Sexual Reproduction (continued)

reproduction in terms of their advantages and disadvantages (305-3) - compare and contrast asexual and sexual reproduction - compare and constrast asexula and sexual reproduction in terms of their role in meiosis and mitosis - compare the advantages and disadvantages of sexual and asexual reproduction.

Include:

(i) amount of energy required (ii) parental care (iii) genetic variety in offspring

167GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Journal

Explore the conditions under which a sexually reproducing organism, such as strawberry plants, would reproduce asexually. (305-3)

Paper and Pencil

Use a graphic organizer to compare and contrast sexual and asexual reproduction. (305-3)

Sexual Reproduction (continued)

ST pp. 161, 194

BLM Activity 4

168GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Teachers could set the stage for this section by having a general discussion of some genetic conditions that are presently not curable. Students could investigate situations in which science and technology have yet to solve problems associated with reproduction, genes which cause certain types of cancer (e.g. Breast Cancer, Colon Cancer, Allderdice Syndrome is a local example of a genetic condition Health Science Center. Initially, this condition was restricted to the geographically isolated community of Sandy Point on the west coast of the province, which was later resettled to St. George"s. Caused by an inverted insertion of a chromosome, it leads to such clinical features as low birth weight, hand and facial abnormalities, and psychomotor dysfunction. It is the female who is the carrier, with a

31 % likelihood of occurrence per pregnancy in that population.

Students could research other genetic conditions and have them present to the class using various formats.

Modern Genetics

conditions that cannot be technological knowledge at the present time. Include: (113-10) (i) Down syndrome (ii) Cystic Fibrosis (iii) Allderdice Syndrome genetics. Include: (110-3) (i) Mendel"s experiments (ii) Watson and Crick"s double helix model of DNA (iii) Human Genome

Project

(iv) genetic engineering This topic allows for a more direct “nature of science" discussion as the focus of this topic is not on the models/theories, but rather on how they have changed over time with advances in science and technology. Teachers should restrict discussion or descriptions of the models/theories to a very brief overview, using this to highlight suggested the involvement of “dominant" and “recessive" fact ors in the transmission of traits from one generation to the next. Watson and Crick"s model helped pave the way for an explanation of how and why mutations occur. The HGP has provided greater insights into how and why certain medical conditions occur and how to treat them; it has also led to concerns over the potential of genetically engineering people. Genetic Engineering has applications to many areas including the food we eat and issues related to health. This has community. Teachers may wish to address this outcome while completing the core STSE for this unit.

169GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Performance

Visit the Human Genome Project website and locate genes for a variety of traits, such as cataracts, breast cancer, and eye colour. (110-3)

Presentation

Create a timeline of events in the development of modern genetics from Mendel's pea plants experiments to advances in genetic engineering. (110-3) shows, posters, or essays. (110-3) Create a simple model of Watson and Crick's double helix. (110- 3) In small groups, brainstorm and discuss the positive and negative effects of mutations in the genetic code (i.e. curing/ treating diseases; organisms developing resistance to control agents (mosquitoes developing resistance to pesticides, bacteria developing resistance to antibiotics); diseases becoming more

Journal

Why do genetic researchers consider Newfoundland to be a good population on which to study genetic conditions? (113-10)

Modern Genetics

ST pp. 205-207

ST pp. 204-205

170GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Outcomes

REPRODUCTION

Elaborations—Strategies for Learning and Teaching

Students will be expected to

The CORE STSE component of this unit incorporates a broad range

110-3, 111-1, 112-12, 209-5, 210-8, and 305-5. The STSE component

“Genetic Engineering" can be found in Appendix A. In addition to the examples provided in the textbook and STSE module, teachers could include other examples such as the development of wheat and potato varieties, and an investigation of companies that work in genetic engineering such as Aqua Bounty Farms in Newfoundland and Labrador could provide contexts for these investigations. Breeding programs in the livestock industry as well as the development of the Macintosh apple could be a topic to be investigated. The topic of gene manipulation and engineering lends itself well to the critical investigation of information and evidence of a particular process or technology. Teachers should provide opportunities to investigate and discuss the positions of various scientists, researchers , and/or gene technologies. Students should have the opportunity to critically examine and evaluate sources of information by keeping in mind such things as the date of the publication, the type of audience for which the material was intended, and the author"s intent. Students could explore and investigate information about genetic engineering from the various special interest groups regarding topics such as cloning, gene manipulation/therapy in people, and to highlight the issues related to the use of genetic manipulation/ therapy/engineering as it relates to the production of food or medical treatments. Teachers should ensure that debates or role plays show both sides of the issue. Students should be encouraged to make their own decisions on these issues based on the available facts and information. Genetic research and technologies associated with foods and food quality could be used to help students appreciate the complex nature of the debate as well as the complexity of the nature of science. Teachers could present students with case studies that address these issues and requires that they debate and discuss the topic and draw their own conclusions.

Modern Genetics (continued)

the knowledge of cellular functions has resulted in the development of technologies (111-1)

Canadian contributions to

science and technology related to heredity and genetic engineering (112-12) evidence gathered on the topic of genetics and genetic engineering (209-5, 210-8)

171GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE

Suggested Assessment StrategiesResources

REPRODUCTION

www.gov.nl.ca/edu/science_ref/main.htm

Presentation

Research various positions of scientists and others with regards to cloning of animals. Participate in a role play or debate on the subject. (210-8, 305-5) Conduct research on a local or Canadian company that is engaged in genetic engineering. What is their main product? What do they hope to (or what did they) achieve through this process? Present

Journal

and do you think they should be labeled? (209-5, 210-8) Use the "What?, So What?, Now What?" format to write a journal entry on genetic engineering using what you have learned from the STSE module as a starting point. (111-1, 209-5, 210-8) What are the genetic and societal implications of genetically engineering "designer babies"? (209-5, 210-8)

Paper and Pencil

Write a letter to the editor of your local newspaper outlining how (111-1, 210-8)

Modern Genetics (continued)

Core STSE: " Genetic

Engineering," Appendix A

ST pp. 208-210

GRADE 9 SCIENCE INTERIM CURRICULUM GUIDE172

REPRODUCTION